The Effects Of Hands-on Instructional Strategies On Fourth Grade Students' Attitudes And Performance In Mathematics

This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study.

Author dc:creator

• Hosack, Lindsey

Contributors dc:contributor

• Gresham, Regina

• mathematics
• anxiety
• attitudes
• hands-on instructional strategies
• Education
• Science and Mathematics Education

Language dc:language

English

Identifier

CFE0001025

OAI identifier oai:identifier

oai:stars.library.ucf.edu:etd-1824